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Mar 04, 2015

Characteristics of Effective Feedback

“To be effective, feedback needs to be clear, purposeful, meaningful, and compatible with students’ prior knowledge and to provide logical connections” (Hattie & Timperley, 2007, p. 104). Task specific – feedback requires learning context and therefore needs to be task specific. There is no advantage to tangential conversations when providing feedback. Self-regulation – feedback should encourage the learner’s self-regulation by enhancing self-efficacy and self-esteem. This concept corresponds with teaching learners how to learn. Low task complexity – feedback should address tasks of low complexity. Goals should be broken down into manageable tasks, as this increases the effectiveness of feedback. Timing… More

Author: francine_glazer

Feb 25, 2015

Using the PEAR Approach to Develop Stronger Discussion Questions

Many faculty have either sent students home with discussion questions to prepare for a future class period or posted discussion questions online only to receive answers that miss the mark or don’t elicit quite the response that was desired. Thanks to Jim Berger at WKU, I have learned a better way to write discussion questions that uses a “pilot tested” process for development and leads to stronger, more reflective questions that help my students to connect with course content. When developing questions for students, most of us tend to simply write the questions that we think will gain us the… More

Author: francine_glazer

Feb 18, 2015

NYIT Faculty Talk about Teaching: Focus on International Students

Last week, NYIT faculty and staff members gathered – from Old Westbury, Manhattan, and Nanjing – to talk about effective strategies for teaching when you have a large number of students in your class who are not native English speakers. The conversation took place on the evening of Wednesday, February 11 (or the morning of the next day, for our Nanjing participant), and used Zoom videoconferencing to connect everyone. Participants exchanged ideas, strategies, and practical tips. Here are some of the highlights from the conversation. How do you know your students understand what you’re saying in class? Asking them is… More

Author: francine_glazer

Feb 11, 2015

Encourage Students to Evaluate the Quality of Information Sources

Students are notorious procrastinators. Assigning an annotated bibliography early in the term helps students structure their time. For example, if we expect students to cite primary sources in a literature review paper, students who delay locating sources might scramble to locate the required number of sources and cite sources of marginal relevance. The annotated bibliography can encourage students to evaluate the quality of sources located in a database if we require students to locate a larger number of scholarly sources than we require the students to cite in the final paper. The annotated bibliography assignment might require each student to… More

Author: francine_glazer

Feb 04, 2015

Early Semester Feedback: How is my Teaching?

I wanted to be proactive in solving problems in my class that might occur during my semester. In addition, I wanted to know what my students were feeling about the course, what difficulties, if any, they were experiencing. - NYIT faculty member, School of Education We generally don’t get any feedback from our students until the end of the semester, when they may or may not complete the student evaluations of teaching. At that point, we are busy looking ahead to the following semester and don’t always make time to reflect on what went well and what we might improve.… More

Author: francine_glazer

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